The Effect of Technology-Supported Affine Geometry Teaching on Attitudes towards Analytical Geometry Courses, Geometric Thinking Levels, and Academic Achievements

Abstract: The purpose of this study is to quantitatively examine the effect of technology-supported affine geometry teaching conducted with prospective mathematics teacher candidates on their attitudes towards the analytical geometry course, their van Hiele geometric thinking levels, and their academic achievements. For this purpose, an experimental study, one of the quantitative research methods, was conducted. The study group consists of 74 prospective mathematics teachers studying at the second-year level in two separate sections of the elementary mathematics teaching department at a state university in İzmir during the 2022-2023 academic year. The two separate sections forming the study group were randomly divided into two groups as the experimental and control groups. The control group was taught affine geometry using the traditional method, while the experimental group received technology-supported affine geometry instruction once a week, for 3 class hours, over a period of 5 weeks. The data of the study were collected by applying the attitude scale and the van Hiele geometry test as pre-test and post-test, and the academic achievement test only as a post-test. The collected data were analyzed using the SPSS 25 program. As a result of the study, it was found that the technology-supported teaching of affine geometry did not affect their attitudes of mathematics teacher candidates; however, it positively affected their geometric thinking levels and academic achievements. Key Words: Affine Geometry, Attitude, Geometric Thinking Levels, Academic Achievement.